1. Technology training for teachers and administrators Strategies: The adopters will collaborate to gather relevant information regarding the users attitudes towards the new innovation. The quality and frequency of the technology training will also be discussed Rationale: The rationale for the this action step is to ascertain and ensure that teachers and administrators have the necessary in depth knowledge required to successfully guide both students and parents through the program and troubleshoot when needed. Key Actors: The key actors for this step of the plan will include the innovators, the members of the City Board of Education, the early adopters and the teachers and administrators. Resources: The resources needed will consist of a budget, computers, a wireless internet structure and the Canvas software. Timeline: The timeline will be two weeks and additional training will be offered during the latter half of the year.
2. Technology training for students Strategies: The adopters will gather information regarding the students attitudes towards the innovation. This is an important step as the information gathered will help determine whether the training is successful or whether further measures need to be implemented. Rationale: The rationale behind this action step to the ensure that the students are using Canvas with confidence and ease and are feeling successful. It is important that the frustration levels are not too high as this will lead to the students feel unable to use the program to its full potential. The rate of success is often determined by the quality of training provided. Key Actors: The key actors involved in this innovation step will include high school students, the members of the City Board of Education, school administrators and technology specialists. Resources: The resources needed will be computers, internet access and Canvas software. Timeline: The anticipated timeline will be three weeks with continuous, ongoing support for students that require additional help.
3. Technology training for parents Strategies: The adopters will meet to gather and analyze data regarding the parents’ attitudes, concerns and questions regarding this innovation. Rationale: The rationale behind this step is the belief that if parents are trained on Canvas and can access the information readily, they will be more likely be supportive of this program and will actively encourage their children to access it on a regular basis. Key Actors: The key actors will consist ofparents, members of the City Board of Education, school administrators and technology specialists Resources: The resources needed arecomputers, internet access, Canvas, and targeted training web sessions. Timeline: This will be comprise of two weeks with additional trainings offered later during the year.
4: Planning of appropriate and challenging activities, setting objectives and providing feedback. Strategies: The teachers will meet and collaborate regarding the planning and implementing of the tiered activities according to their objectives. Once this is complete the teachers will provide reflective feedback, which in turn may lead to necessary adjustments and different strategies being implemented. Rationale: The rationale behind this action step is to encourage and assist teachers to be able to plan meaningful lessons accordingly to their students’ needs and capabilities. They will do this by integrating Canvas into the curriculum. They should also incorporate opportunities for feedback to ensure that the students are able improve their academic performance. Key Actors: The key actors will be teachers and administrators. Resources: The resources needed will be planning and computers. Timeline: This will consist of one week of workshops and training sessions before the summer break. This will be followed by two months of individual work on web based guidelines to further guide the course development.
5: Technology tutorials and integration demonstrations. Strategies: The strategies for this action steps will be model lessons developed by teachers and technology specialist who have had experience working with Canvas. These model lessons will be used as a key approach for other educators to learn how to use and develop authentic and meaningful lesson plans to enrich the curriculum for learners. Rationale: The importance of developing and sharing model lesson plans is to encourage, motivate and inspire the stakeholders. Teachers, parents, and students will need continual support and training with using the new system (Hinkelman, 2012). Key Actors: The key actors in this specific area will be support technological specialists and web designers as well as teachers. Resources: The resources required to ensure that this action step is successful will include design time for teachers to create meaningful learning experiences. This time will need to include open sessions for training with parents, students, and educational staff. Timeline: According to Pernuel (2006), this timeline will require one month of directed focus in the Fall with ongoing sessions throughout the year.
6: Bloom’s taxonomy. Strategies: The strategies will include multiple sessions of cooperative learning. These will consist of in depth discussions and pertinent questions. They will also include previous and relevant case studies and learning and creative exercises. Once these have been completed the staff will develop lesson plans and construct simulations. The final step will include critiques and appraisals. Rationale: The rationale behind this strategy is to help develop and promote authentic lessons for Canvas. Canvas is a powerful learning tool for analysis, synthesis, and evaluation of information (cognitive processes). Key Actors: Teachers will be the primary actors in this learning step as they are mainly responsible of the successful development and integration of lessons. Resources: The resources needed will include computers and technological tools. Timeline: This will be a yearlong, ongoing timeline.
7. Pre-Assessments & Post-assessments/quizzes Strategies: The pre and post assessment will be utilized to develop procedures, give ample practice opportunities, and monitor the students as they work and progress through this learning process. As assessment practices will change, students and teachers will need time to adjust. Rationale: Canvas will allow for a standardization for subject and grade level content sharing. Additionally a quick turn around in evaluation is made possible, along with the ability to compact for deeper overall analysis. Key Actors: The teachers will be the collaborating to create common assessments, allowing of course for key differentiation methods to be applied. Resources: Teachers will need common planning periods to meet with subject/grade level teachers. Access to the web will be necessary for sharing of resources and email. Timelines: This will be a year long ongoing timeline.
8. Rubrics cues, and advanced organizers Strategies: Rubric creation, along with cues and advanced organizers, will set expectations while guiding students through the progression of the tasks. It will be of utmost importance to allow for adequate time and questioning to successfully integrate rubric based grading practices. Rationale: Canvas will provide an opportunity for students and parents to be able to preview rubrics as well as work samples. In utilizing the advanced organizers students will be able to retrieve and organize pre-existing knowledge about the topic of study. Pitler, Hubbell, and Kuhn (2012, p.5). Key Actors: Teachers as the lead learners will be in charge of creating the rubrics for now. Resources: Teachers will need individual planning time set aside to allow for well planned out rubric creation. Access to web based examples will be beneficial in creating effective rubrics and organizer examples.
Timelines: This will be a year long timeline for teachers.
9. Student Collaboration Strategies: Students will be able to take part in creating case studies, lead student-moderated discussions, set the platform or classroom content driven debates, working within flexible differentiated groups. They will be leading collaborative presentations and demonstrations. Students will learn how to dissect real world problems through a focus on critical thinking, and valuing diversity in their product creations. Rationale: The rationale is to foster and integrate curriculum through discussion boards and virtual learning groups with student determined assignments and roles. As students interact with each other in groups, through these types of activities, student learning is enhanced. Coil (2007, p. 19). Key Actors: Students and teachers will take part in establishing collaboration norms and procedures, as well as frequently revisiting the norms to determine effectiveness. Resources: Teachers will need adequate planning time as well as days set to introduce and help familiarize students will the new process of collaboration.
Timelines: This will be a year long classroom initiative. 10. Differentiation Strategies: To allow for deep differentiation practices mini-lessons will be utilized, differentiated teams will be created, opportunities for reflection and discussion will be provided, and open choice of product creation will be given to students. Rationale: Students should be given choices of projects within Canvas led learning, allowing students to be able to work according to their strengths and interests. Engagement and motivation to work towards the goal is essential. (Buraphadeja, 2001). Key Actors: Teachers and students will be part of determining the best differentiation practices. Resources: Teacher will need well prepared plans, and real-life project opportunities. Books and digital resources on differentiated instruction will be necessary, as will access to web based differentiation/lesson plans.
Timelines: This will be a year long action plan.
11. Teacher-parent communication Strategies: It is imperative to have proactive planning in place for parent communication. It is necessary to offer parents choices of contact options,(blogs, websites, email, etc), curriculum sharing opportunities, face-to-face meetings, and parent volunteer opportunities to get involved with the changing learning atmosphere. Rationale: Teacher-parent communication will support student progress during this change in practice. It will also allow parents to form partnerships with the school in this transition. Parents who can understand the changing practice will be key allies in sharing with the overarching school community. Key Actors: Parents and Current/Future Teachers will be poised to make this communication practice effective. Resources: The school will need to offer multiple parent information nights the first month of school with additional mini-sessions offered once a week during or after school. Internet and email communication tools will be needed for ongoing communication
Timelines: The timeline will be ongoing throughout the year, but with a directed focus the first four weeks of school for ease of transition.
12. Use of digital tools Strategies: Through Canvas student and teachers will have access to an educational form of social networking and accessible Tutorials Rationale:The presence of Canvas and classroom sets of laptops opens the doors to new avenues of content creation content creation through documents, presentations, movies, etc. Key Actors: Teachers and students. Support from school Administration and county’s Board of Education. Resources: Access to software programs in the Microsoft and Google suite. Movie making software on Apple devices
Timelines: Teachers support in the summer months and then student training through their classes during the first semester of school.
13. Reinforcing effort and recognition Strategies:As transitions take place it will be necessary to keep positive reinforcement, praise and extrinsic rewards a part of process to keep active participants engaged in the growth of the LMS for classroom tasks. Rationale: We feel addressing students’ attitude about learning will help them in understanding the relationship between effort and achievement. Positive reinforcement motivates students to reach their goal. Key Actors: Teachers, parents, and school administration will have input on effective and responsive recognition strategies. Resources: It will be necessary to have computers for badging and printers for rewards such as certificates or positive notes to add a personal non digital element to this this transition.
Timelines: This will be a yearlong initiative.
Action Steps
Strategies
Rationale
Key Actors
Resources
Timeline
Technology training for teachers and administrators
Adopters’ collaboration. Gather information of attitudes towards the innovation. Quality training.
Teachers and administrators have to be knowledgeable so that they can guide students and parents through the program
Innovators, County’s Board of Education, Early adopters, teachers/administrators
Budget, computers, Internet, Canvas software
two weeks with additional trainings offered later during the year
Technology training for students
Adopters’ collaboration & Gather information of attitudes towards the innovation
Students should feel comfortable using Canvas so that they do not get frustrated and give up on the program. They will most likely be successful if they are trained appropriately.
High school Students, County Board of Education, School administrators, technology specialists
Computers, internet access, and Canvas
three weeks or more if students need it; on-going support
Technology training for parents
Adopters’ collaboration & Gather information of attitudes towards the innovation
If parents are trained on Canvas, they will be supportive of the program which will benefit the students.
Parents, County Board of Education, School administrators, technology specialists
Computers, internet access, Canvas, and targeted training web sessions
two weeks with additional trainings offered later during the year
Planning of appropriate and challenging activities, setting objectives and providing feedback
Teachers collaboration in planning and implementing tiered activities according to their objectives. Teachers providing reflective feedback.
Teachers should plan accordingly to their students’ needs and capabilities integrating Canvas into the curriculum. They should opportunities for feedback so that students improve their performance.
Teachers
Time for planning, Computers
One week of workshops and training sessions before summer break. Then two months of individual work on web based guidelines to guide course development.
Technology tutorials and integration demonstrations
Model lessons
Teachers, parents, and students will need continual support and training with using the new system (Hinkelman, 2012).
Tech Help specialists, web help designers, teachers.
Design time to create learning experiences. Open sessions for training with parents, students, and staff.
One month of directed focus in the Fall with ongoing sessions throughout the year (Penuel, 2006).
Canvas is a great tool for analysis, synthesis, and evaluation of information (cognitive processes).
Teachers
Computers, technology tools
Year long.
Pre-Assessments & post-assessments/ quizzes
Develop procedures, practice, monitor student work and progress
Easily standardized across subject/grade level. Allows for quick turn around, curriculum compacting, and deep analysis of students.
Teachers collaborating to create common assessments.
Common planning time for subject/grade level teachers, internet (for resources & email).
Year long.
Rubrics, cues, and advanced organizers
Create and implement Cues, Advanced organizers, Questions, Rubrics. Allow time.
Rubrics integrated into the LMS and available for viewing by students and parents along with examples. Cues and advanced organizers enhance students’ ability to retrieve and organize what they already know about a topic (scaffolding). Pitler, Hubbell, and Kuhn (2012, p.5).
Teachers
Individual planning time to create advanced organizers, rubrics and examples. Internet
Year long.
Student Collaboration
Case studies, student-moderated discussions, debates, flexible grouping, collaborative presentations, demonstrations, use of real world problems, focus on critical thinking, value diversity
Fostered and integrated through discussion boards and virtual groups with assignments and roles. Interacting with each other in groups through these types of activities enhances student learning. Coil (2007, p. 19).
Students and teachers
Teacher planning time and introductory days for students to familiarize themselves with the process.
Year long in the classroom.
Differentiation
Mini-lessons, differentiated teams, opportunities for reflection and discussion, choice products
Students should be given choices of projects for Canvas so that they work according to their strengths and interests. This way they will be engaged and motivated (Buraphadeja, 2001).
Teachers/Students
Differentiated Lesson plans, real-life projects, Books and resources on differentiated Instruction, Internet (web pages on differentiation/lesson plans).
Teacher-parent communication supports student progress
Parents and Current/Future Teachers.
Multiple parent nights the first month of school with additional mini-sessions offered once a week during or after school. Internet and email.
Ongoing throughout the year, but with a directed focus the first four weeks of school.
Use of digital tools.
Social networking, Accessible Tutorials
The presence of Canvas and classroom sets of laptops opens the doors to new avenues of content creation through documents, presentations, movies, etc.
Teachers and students. Support from school Administration and county’s Board of Education.
Access to software programs in the Microsoft and Google suite. Movie making software on Apple devices.
Teachers support in the summer months and then student training through their classes during the first semester of school.
Reinforcing effort and providing recognition.
Positive reinforcement Praise Rewards
Addressing students’ attitude about learning helps students understand the relationship between effort and achievement. Positive reinforcement motivates students to reach their goal.
Teachers, parents, and school administration.
Computers and printers for rewards such as certificates or positive notes.
Year long
Proposed Action Steps and Strategies
1. Technology training for teachers and administrators 2. Technology training for students 3. Technology training for parents 4. Planning of appropriate and challenging activities & providing feedback 5. Technology tutorials and integration demonstrations 6. Bloom’s Taxonomy 7. Pre-Assessments & Post-assessments/quizzes 8. Rubrics cues, and advanced organizers 9. Student Collaboration 10. Differentiation 11. Teacher-parent communication 12. Use of digital tools 13. Reinforcing effort and recognition
References:
Buraphadeja, V., & Kumnuanta, J. (2011). Enhancing the Sense of Community and Learning Experience Using Self-Paced Instruction and Peer Tutoring in a Computer-Laboratory Course. Australasian Journal Of Educational Technology, 27(8), 1338-1355.
Coil, C. (2007). Successful teaching in the differentiated classroom. Pieces of Learning.
Hinkelman, D., & Gruba, P. (2012). Power within Blended Language Learning Programs in Japan. Language Learning & Technology, 16(2), 46-64.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329.
Pitler, H, Hubbell, E. R., Kuhn, M. (2012). Using technology with classroom instruction that works. (2nd ed.). Denver: ASCD Publication.
Canvas Adoption & Implementation
Steps and Strategies
1. Technology training for teachers and administrators
Strategies: The adopters will collaborate to gather relevant information regarding the users attitudes towards the new innovation. The quality and frequency of the technology training will also be discussed
Rationale: The rationale for the this action step is to ascertain and ensure that teachers and administrators have the necessary in depth knowledge required to successfully guide both students and parents through the program and troubleshoot when needed.
Key Actors: The key actors for this step of the plan will include the innovators, the members of the City Board of Education, the early adopters and the teachers and administrators.
Resources: The resources needed will consist of a budget, computers, a wireless internet structure and the Canvas software.
Timeline: The timeline will be two weeks and additional training will be offered during the latter half of the year.
2. Technology training for students
Strategies: The adopters will gather information regarding the students attitudes towards the innovation. This is an important step as the information gathered will help determine whether the training is successful or whether further measures need to be implemented.
Rationale: The rationale behind this action step to the ensure that the students are using Canvas with confidence and ease and are feeling successful. It is important that the frustration levels are not too high as this will lead to the students feel unable to use the program to its full potential. The rate of success is often determined by the quality of training provided.
Key Actors: The key actors involved in this innovation step will include high school students, the members of the City Board of Education, school administrators and technology specialists.
Resources: The resources needed will be computers, internet access and Canvas software.
Timeline: The anticipated timeline will be three weeks with continuous, ongoing support for students that require additional help.
3. Technology training for parents
Strategies: The adopters will meet to gather and analyze data regarding the parents’ attitudes, concerns and questions regarding this innovation.
Rationale: The rationale behind this step is the belief that if parents are trained on Canvas and can access the information readily, they will be more likely be supportive of this program and will actively encourage their children to access it on a regular basis.
Key Actors: The key actors will consist ofparents, members of the City Board of Education, school administrators and technology specialists
Resources: The resources needed arecomputers, internet access, Canvas, and targeted training web sessions.
Timeline: This will be comprise of two weeks with additional trainings offered later during the year.
4: Planning of appropriate and challenging activities, setting objectives and providing feedback.
Strategies: The teachers will meet and collaborate regarding the planning and implementing of the tiered activities according to their objectives. Once this is complete the teachers will provide reflective feedback, which in turn may lead to necessary adjustments and different strategies being implemented.
Rationale: The rationale behind this action step is to encourage and assist teachers to be able to plan meaningful lessons accordingly to their students’ needs and capabilities. They will do this by integrating Canvas into the curriculum. They should also incorporate opportunities for feedback to ensure that the students are able improve their academic performance.
Key Actors: The key actors will be teachers and administrators.
Resources: The resources needed will be planning and computers.
Timeline: This will consist of one week of workshops and training sessions before the summer break. This will be followed by two months of individual work on web based guidelines to further guide the course development.
5: Technology tutorials and integration demonstrations.
Strategies: The strategies for this action steps will be model lessons developed by teachers and technology specialist who have had experience working with Canvas. These model lessons will be used as a key approach for other educators to learn how to use and develop authentic and meaningful lesson plans to enrich the curriculum for learners.
Rationale: The importance of developing and sharing model lesson plans is to encourage, motivate and inspire the stakeholders. Teachers, parents, and students will need continual support and training with using the new system (Hinkelman, 2012).
Key Actors: The key actors in this specific area will be support technological specialists and web designers as well as teachers.
Resources: The resources required to ensure that this action step is successful will include design time for teachers to create meaningful learning experiences. This time will need to include open sessions for training with parents, students, and educational staff.
Timeline: According to Pernuel (2006), this timeline will require one month of directed focus in the Fall with ongoing sessions throughout the year.
6: Bloom’s taxonomy.
Strategies: The strategies will include multiple sessions of cooperative learning. These will consist of in depth discussions and pertinent questions. They will also include previous and relevant case studies and learning and creative exercises. Once these have been completed the staff will develop lesson plans and construct simulations. The final step will include critiques and appraisals.
Rationale: The rationale behind this strategy is to help develop and promote authentic lessons for Canvas. Canvas is a powerful learning tool for analysis, synthesis, and evaluation of information (cognitive processes).
Key Actors: Teachers will be the primary actors in this learning step as they are mainly responsible of the successful development and integration of lessons.
Resources: The resources needed will include computers and technological tools.
Timeline: This will be a yearlong, ongoing timeline.
7. Pre-Assessments & Post-assessments/quizzes
Strategies: The pre and post assessment will be utilized to develop procedures, give ample practice opportunities, and monitor the students as they work and progress through this learning process. As assessment practices will change, students and teachers will need time to adjust.
Rationale: Canvas will allow for a standardization for subject and grade level content sharing. Additionally a quick turn around in evaluation is made possible, along with the ability to compact for deeper overall analysis.
Key Actors: The teachers will be the collaborating to create common assessments, allowing of course for key differentiation methods to be applied.
Resources: Teachers will need common planning periods to meet with subject/grade level teachers. Access to the web will be necessary for sharing of resources and email.
Timelines: This will be a year long ongoing timeline.
8. Rubrics cues, and advanced organizers
Strategies: Rubric creation, along with cues and advanced organizers, will set expectations while guiding students through the progression of the tasks. It will be of utmost importance to allow for adequate time and questioning to successfully integrate rubric based grading practices.
Rationale: Canvas will provide an opportunity for students and parents to be able to preview rubrics as well as work samples. In utilizing the advanced organizers students will be able to retrieve and organize pre-existing knowledge about the topic of study. Pitler, Hubbell, and Kuhn (2012, p.5).
Key Actors: Teachers as the lead learners will be in charge of creating the rubrics for now.
Resources: Teachers will need individual planning time set aside to allow for well planned out rubric creation. Access to web based examples will be beneficial in creating effective rubrics and organizer examples.
Timelines: This will be a year long timeline for teachers.
9. Student Collaboration
Strategies: Students will be able to take part in creating case studies, lead student-moderated discussions, set the platform or classroom content driven debates, working within flexible differentiated groups. They will be leading collaborative presentations and demonstrations. Students will learn how to dissect real world problems through a focus on critical thinking, and valuing diversity in their product creations.
Rationale: The rationale is to foster and integrate curriculum through discussion boards and virtual learning groups with student determined assignments and roles. As students interact with each other in groups, through these types of activities, student learning is enhanced. Coil (2007, p. 19).
Key Actors: Students and teachers will take part in establishing collaboration norms and procedures, as well as frequently revisiting the norms to determine effectiveness.
Resources: Teachers will need adequate planning time as well as days set to introduce and help familiarize students will the new process of collaboration.
Timelines: This will be a year long classroom initiative.
10. Differentiation
Strategies: To allow for deep differentiation practices mini-lessons will be utilized, differentiated teams will be created, opportunities for reflection and discussion will be provided, and open choice of product creation will be given to students.
Rationale: Students should be given choices of projects within Canvas led learning, allowing students to be able to work according to their strengths and interests. Engagement and motivation to work towards the goal is essential. (Buraphadeja, 2001).
Key Actors: Teachers and students will be part of determining the best differentiation practices.
Resources: Teacher will need well prepared plans, and real-life project opportunities. Books and digital resources on differentiated instruction will be necessary, as will access to web based differentiation/lesson plans.
Timelines: This will be a year long action plan.
11. Teacher-parent communication
Strategies: It is imperative to have proactive planning in place for parent communication. It is necessary to offer parents choices of contact options,(blogs, websites, email, etc), curriculum sharing opportunities, face-to-face meetings, and parent volunteer opportunities to get involved with the changing learning atmosphere.
Rationale: Teacher-parent communication will support student progress during this change in practice. It will also allow parents to form partnerships with the school in this transition. Parents who can understand the changing practice will be key allies in sharing with the overarching school community.
Key Actors: Parents and Current/Future Teachers will be poised to make this communication practice effective.
Resources: The school will need to offer multiple parent information nights the first month of school with additional mini-sessions offered once a week during or after school. Internet and email communication tools will be needed for ongoing communication
Timelines: The timeline will be ongoing throughout the year, but with a directed focus the first four weeks of school for ease of transition.
12. Use of digital tools
Strategies: Through Canvas student and teachers will have access to an educational form of social networking and accessible Tutorials
Rationale:The presence of Canvas and classroom sets of laptops opens the doors to new avenues of content creation content creation through documents, presentations, movies, etc.
Key Actors: Teachers and students. Support from school Administration and county’s Board of Education.
Resources: Access to software programs in the Microsoft and Google suite. Movie making software on Apple devices
Timelines: Teachers support in the summer months and then student training through their classes during the first semester of school.
13. Reinforcing effort and recognition
Strategies:As transitions take place it will be necessary to keep positive reinforcement, praise and extrinsic rewards a part of process to keep active participants engaged in the growth of the LMS for classroom tasks.
Rationale: We feel addressing students’ attitude about learning will help them in understanding the relationship between effort and achievement. Positive reinforcement motivates students to reach their goal.
Key Actors: Teachers, parents, and school administration will have input on effective and responsive recognition strategies.
Resources: It will be necessary to have computers for badging and printers for rewards such as certificates or positive notes to add a personal non digital element to this this transition.
Timelines: This will be a yearlong initiative.
Action Steps
Strategies
Rationale
Key Actors
Resources
Timeline
Gather information of attitudes towards the innovation
Gather information of attitudes towards the innovation
quizzes
Allow time.
collaborative presentations, demonstrations, use of real world problems, focus on critical thinking, value diversity
Offer parents choices of contact (blogs, websites, email, etc), curriculum share, face-to-face meetings, parent volunteers.
Accessible Tutorials
Praise
Rewards
Proposed Action Steps and Strategies
1. Technology training for teachers and administrators
2. Technology training for students
3. Technology training for parents
4. Planning of appropriate and challenging activities & providing feedback
5. Technology tutorials and integration demonstrations
6. Bloom’s Taxonomy
7. Pre-Assessments & Post-assessments/quizzes
8. Rubrics cues, and advanced organizers
9. Student Collaboration
10. Differentiation
11. Teacher-parent communication
12. Use of digital tools
13. Reinforcing effort and recognition
References:
Buraphadeja, V., & Kumnuanta, J. (2011). Enhancing the Sense of Community and Learning Experience Using Self-Paced Instruction and Peer Tutoring in a Computer-Laboratory Course. Australasian Journal Of Educational Technology, 27(8), 1338-1355.
Coil, C. (2007). Successful teaching in the differentiated classroom. Pieces of Learning.
Hinkelman, D., & Gruba, P. (2012). Power within Blended Language Learning Programs in Japan. Language Learning & Technology, 16(2), 46-64.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329.
Pitler, H, Hubbell, E. R., Kuhn, M. (2012). Using technology with classroom instruction that works. (2nd ed.). Denver: ASCD Publication.